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The Developmental Stages of Generosity

There is much to be learned from the theories of human moral, social-emotional and faith development when it comes to understanding one’s capacity for generous behavior. In particular, there are parallels found between James Fowler’s Stages of Faith and the development of generosity.

Assumptions regarding developmental stages of generosity:

Human beings have a natural impulse to be generous, but this impulse must be nurtured and developed to its full expression as a part of one’s character. It is a lifelong process.

The teachings of one’s faith community around giving and generosity are highly influential in instilling the value and practice of generous behaviors (sharing, charitable giving, voluntarism).

James Fowler identified ages and stages of faith development:

Stage I—Intuitive-Projective Faith (ages 3-7 years)

Fantasy-filled, imitative

Child influenced by examples, moods, actions, and stories of the visible faith of their caregivers.

Generosity Implications: Magical thinking about money, what it is, where it comes from and how it is used. Activities that mimic modeled behavior: pretend shopping, play house and taking care of others (pets & belongings), learning to share.

Stage 2—Mythic-Literal Faith (school age children)

Adopting the stories, beliefs and observances that symbolize belonging to one’s community.

Literal interpretations; more linear construction of meaning.

Fairness is reciprocal and based on the rules and practices of the community.

Experience and environments are more complex and faith requires synthesis of a variety of values and information.

Basis for identity, judgment and action.

Generosity Implications: Gaining understanding the complexities of money and resource distribution that does not always seem fair or just. Making choices about giving one’s own money and time to causes of interest. Seeing how one can make a difference in the world through giving and helping.

Cognitive Learning—When explicitly informed by a knowledgeable adult about philanthropy, its benefits, and the causes and effects of philanthropic behavior.

Experiential Learning—Opportunities to engage in giving and serving activities.

Recommended practices based on current understanding of young people and philanthropic learning and development include the following:

Sharing the stories and visual resources that clearly communicate and exemplify the value of helping, sharing, and altruistic behavior. This practice can begin in preschool years.

Linking the stories and examples of philanthropic behavior to the teachings, values, and the people of the faith. These can be introduced in elementary school years through giving and services activities related to the holiday celebrations and traditions.

Service-learning activities, particularly effective when introduced during the middle school years.